Apart from discussing the philosophy of science, this paper would reveal the true extent to which national framework over the years has matched the aims of the science subject. It would discuss how far it has been capable of evolving scientific philosophy into the curriculum while improving the youth. Of course, the paper would analyse scientific philosophical implementations into modern day curriculum and the analysis of the depth as to how far the curriculum has addressed scientific theories and practical on different levels. After all, according to White (2003) it is through the anticipation of school subjects that young minds are able to achieve certain end points (White, 2003, p. 1).
It would be better to discuss first the philosophy of education and the role it has played in developing National curriculum. Education not only demonstrates societal values but reflects the true morals of any society, therefore reshaping education standards elucidate the kind of society one want to be. Science in this context plays a vital role in recognising a set of common values and applying those values in the school curriculum so that the upcoming generation produces scientists and philosophers rather than producing simple graduates.
Resolving the debate about the role science plays in education, most authors believe in the notion that among school subjects, science is usually the best subject which serves as a guide to nourish the minds by providing them the opportunity to observe future behavior of things, for example comets, bridges and power plants. Modern day example also includes different levels of technology. Philosophy of science has enabled our schools as well as students to seek around the most reliable means for predicting scientific explanations and various discoveries about science that occur in the world around us.
It is through the contributions of scientific philosophy that new curriculum 2000 has added subjects like 'scientific literacy' as compulsory science education (SIS, 2009a). The same awareness in the longer run leads to diversify subjects like genetics and brain science that offer students to analyse the prospect of a physical science of human beings and their behaviour. It is through the miracles of science that philosophers have aided us with such entities that are hypothesized by modern science, such as genes, viruses, atoms, black holes, and most forms of electromagnetic radiation that remain unobservable. So, whatsoever the scientific method is adopted to equip our generation and however the subject is justified, teachers ought to believe in the practical and theoretical approach that the curriculum tells us about scientific reality beyond the appearances of things (Ladyman, 2002, p. 129).
National Curriculum in the context of Historical development
In the pages of educational history, the Foster Act 1970 set a foundation of a national school system but was still unable to fill in the gaps left by religious institutes. Foster's 1870 Education Act, though provided an edge to a growing economy but on a political basis where the main aim was to educate laborers. This way children aged 5 to 12 started getting education with an intention of acquiring a least standard of education for everyone. Since the main aim was to provide industrial efficiency to the state under the umbrella of political diplomacy, therefore British government lagged behind